Collaborative teaching of an integrated methods course

Main Article Content

George Zhou Jinyoung Kim Judith Kerekes

Abstract

With an increasing diversity in American schools, teachers need to be able to collaborate in
teaching. University courses are widely considered as a stage to demonstrate or model the
ways of collaboration. To respond to this call, three authors team taught an integrated
methods course at an urban public university in the city of New York. Following a qualitative
research design, this study explored both instructors‟ and pre-service teachers‟ experiences
with this course. Study findings indicate that collaborative teaching of an integrated methods
course is feasible and beneficial to both instructors and pre-service teachers. For instructors,
this collaborative teaching was a reciprocal learning process where they were engaged in
thinking about teaching in a broader and innovative way. For pre-service teachers, this
collaborative course not only helped them understand how three different subjects could be
related to each other, but also provided opportunities for them to actually see how
collaboration could take place in teaching. Their understanding of collaborative teaching was
enhanced after the course.

Downloads

Download data is not yet available.

Article Details

How to Cite
ZHOU, George; KIM, Jinyoung; KEREKES, Judith. Collaborative teaching of an integrated methods course. International Electronic Journal of Elementary Education, [S.l.], v. 3, n. 2, p. 123-138, aug. 2017. ISSN 1307-9298. Available at: <https://iejee.com/index.php/IEJEE/article/view/232>. Date accessed: 20 mar. 2019.
Section
Articles

References

American Association for the Advancement of Science. (1998). Blueprints for reform. NY:
Oxford University Press.
Bakken, L., Clark, F. L. & Thompson, J. (1998). Collaborative teaching: Many joys, some
surprises, and a few worms. College Teaching, 46(4), 154-57.
Berg, B. L. (2009). Qualitative research methods for the social sciences (7th Ed.). Boston, MA:
Allyn & Bacon.
Berlin D. F. & Lee, H. (2005). Integrating science and mathematics education: Historical
analysis. School Science and Mathematics, 105(1), 15-24.
Beyerlein, M. M. & Harris, C. (2003). Guiding the journey to collaborative work. Pfeiffer &
Company.
Bredekamp, S. (Ed.). (1987). Developmentally appropriate practice in early childhood
programs serving children from birth through age 8 (expanded ed.). Washington, DC:
National Association for the Education of Young Children.
Creswell, J. W. (2008). Educational Research: Planning, Conducting, and Evaluating
Quantitative and Qualitative Research (3rd Ed.). Upper Saddle River, NJ:
Merrill/Prentice Hall.
Cumming, J. (1994). Catering for the needs of all young adolescents: Toward an integrated
approach, Unicorn, 20(2), 12-20.
Davis, J. R. (1995). Interdisciplinary course and teaching: New arrangements for learning.
Phoenix: Oryx Press.
Dugan, K. & Letterman, M. (2008). Student appraisals of collaborative teaching. College
Teaching, 56(1), 11-15.
Freeman, R. E. (1993). Collaboration, global perspectives, and teacher education. Theory and
Practice, 32(1), 33-39.
Friend, M. (2000). Myths and misunderstandings about professional collaboration. Remedial
and Special Education, 21, 130-132.
Helms, M. M., Alvis, J. M. & Willis, M. (2005). Planning and implementing shared teaching:
An MBA team-teaching case study. Journal of Education for Business 81(1), 29–34.
Hinton, S. & Downing, J. E. (1998). Team teaching a college core foundation course:
Instructors’ and students’ assessments. Richmond, KY: Eastern Kentucky University.
ERIC Document No. ED 429469.
Hirst, P. H. (1974). Knowledge and the curriculum: A collection of philosophical papers.
London: Routledge & Kegan Paul.
Johnson, D. W., Johnson, R. T., & Smith, K. A. (2000). Constructive controversy. Change, 3,
35-39.
Justiz, M. J. (1997). Collaborating for success: Case history of a school-college partnership.
Educational Record, 78(2), 31-38.
Kapp, E. (2009). Improving student teamwork in a collaborative project-based course. College
Teaching, 57(3), 139-143.
Kluth, P. & Straut, D. (2003). Do as we say and as we do: Teaching and modeling
collaborative practice in the university classroom. Journal of Teacher Education, 54(3),
228-240.
Kulynych, J. J. (1998). Crossing disciplines: Postmodernism and democratic education.
College Teaching, 46(4), 144-149.
Letterman, M. R. & Dugan, K. B. (2004). Team teaching a cross-disciplinary honors course:
Preparation and development. College Teaching, 52(2), 76-81.
Mid-Continent Regional Educational Laboratory (1993). Learner-centered psychological
principles: Guidelines for school redesign and reform. Denver, CO: Author.
Murawski, W. W. & Swanson, H. L. (2001). A meta-analysis of co-teaching research.
Remedial and Special Education, 22(5), 258-267.
National Council of Teachers of Mathematics. (2000). Principles and standards for school
mathematics. Reston, VA: Author.
National Research Council. (1996). National science education standards. Washington, DC:
National Academy Press.
National Science Teachers Association. (1997). NSTA pathways to the science standards:
Guidelines for moving the vision into practice (Elementary school edition). Arlington,
VA: Author.
Perkins, D. (1991). Educating for insight. Educational Leadership, 49, 4-8.
Potterfield, A. & Majerus, M. (2008). A collaborative approach to incorporating statistics in
the physiology classroom. Journal of College Science Teaching, 37(5), 54-60.
Pritchett, P. (1997). Teamwork: The team member handbook. Dallas, Texas: Pritchett and
Associates.
Quinlan, K. (1998). Promoting faculty learning about collaborative teaching. College
Teaching, 46, 43-47.
Robinson, B. & Schaible, R. M. (1995). Collaborative teaching: Reaping and the benefits.
College Teaching, 43(2), 8756-7555.
Sluss, D. & Minner, S. (1999). The changing roles of early childhood educators in preparing
new teachers: Findings from three preparation programs. Childhood Education, 75(5),
280-84.
Surbeck, E. (1994). A glimpse through the door: Journal writing with preservice teachers.
Childhood Education, 70(4), 232-35.
Villa, R. Thousand, J., Nevin, A., & Malgeri, C. (1996). Instilling collaboration to inclusive
schooling as a wayof doing business in public schools. Remedial and Special Education,
17, 169-181.
Vogler, K. E. & Long, E. L. (2003). Team teaching two sections of the same undergraduate
course: A case study. College Teaching, 51,122–26.
Von Glaserfeld, E. V. (1995). A constructivist approach to teaching. In L. P. Steffe, and J.
Gale (Eds.), Constructivism in Education. Hillsdale, New Jersey: Lawrence Erlbaum
Associate.
Wilson, V.A. & Martin, K. M. (1998). Practicing what we preach: Team teaching at the college
level. Muskingum, OH: Muskingum College. ERIC Document No. ED 417172.
Zhou, G. (2010). Conceptual change in science: A process of argumentation. EURASIA
Journal of Mathematics, Science and Technology Education, 6(2), 101-110.